Abstract

How do interactions with diverse peers affect moral reasoning development? Results from a longitudinal study of 171 students enrolled in an Intergroup Dialogue or Introduction to Sociology course indicate that students who experience more negative interactions with diverse peers report lower developmental gains in moral reasoning, although the effects are differentially manifested within each of the courses.

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Additional Information

ISSN
1538-4640
Print ISSN
0022-1546
Pages
pp. 459-488
Launched on MUSE
2010-07-31
Open Access
No
Archive Status
Archived
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